An evaluation of the flipped classroom format in a first year introductory engineering course

Salama, Ghada; Scanlon, Sine; Ahmed, Beena

doi:10.1109/educon.2017.7942874

Cited by 3 publications

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As an alternative, the Interactive, Constructive, Active and Passive (ICAP) framework moving students from passive to active and constructive to interactive engagement modes has been evidenced as an important process in increasing engagement and learning (Chi and Wylie 2014). The use of flipped learning approaches have been found successful in improving learning experiences for programming (Maher et al 2015;Mok 2014;Salama et al 2017) and other technical fields (Gardner et al 2014;Mason et al 2013;Zhang et al 2016) by maximizing student engagement during class time, rearranging passive learning activities to occur outside of contact hours. This is generally done with students undertaking readings or watching videos at home, followed by pre-lecture quizzes reinforcing knowledge, and class time spent on interactive discussions or activities (O'Flaherty and Phillips 2015).…”

Section: Flipped Learningmentioning

confidence: 99%

Teaching programming in common first year engineering: discipline insights applying a flipped learning problem-solving approach

Nikolic

Ros

Hastie

2018

Australasian Journal of Engineering Education

View full text Add to dashboard Cite

This paper investigated at the discipline level if flipped learning and engineering focused problem solving could be used to overcome the difficulties associated with programming in a common first year engineering curriculum. Perceived relevance of course material can impact self-efficacy and mindset resulting in lower motivation to learn, effecting achievement. Literature suggests that flipped learning and engineering problem solving can be combined to improve engagement, perceived relevance and achievement. An effective implementation of flipped learning and engineering problem solving would be reflected in student interest and achievement across all disciplines. A common first year engineering course across nine engineering disciplines and a flexible cohort was implemented and analysed across two years with 793 students. Success was measured across four objectives: 1) Appeal across disciplines; 2) Achievement; 3) Future learning impact; and 4) Enrolment in computer engineering. Overall success was found across the four objectives with no major negative impact across the first-year experience, acceptable failure rates with achievement and student experience correlated with perceived discipline relevance, and enrolment success in computer engineering. Further refinement is needed targeted at improving the civil and mining student experience.This paper investigated at the discipline level if flipped learning and engineering focused problem solving could be used to overcome the difficulties associated with programming in a common first year engineering curriculum. Perceived relevance of course material can impact self-efficacy and mindset resulting in lower motivation to learn, effecting achievement. Literature suggests that flipped learning and engineering problem solving can be combined to improve engagement, perceived relevance and achievement. An effective implementation of flipped learning and engineering problem solving would be reflected in student interest and achievement across all disciplines. A common first year engineering course across nine engineering disciplines and a flexible cohort was implemented and analysed across two years with 793 students. Success was measured across four objectives: 1) Appeal across disciplines; 2) Achievement; 3) Future learning impact; and 4) Enrolment in computer engineering. Overall success was found across the four objectives with no major negative impact across the first-year experience, acceptable failure rates with achievement and student experience correlated with perceived discipline relevance, and enrolment success in computer engineering.Further refinement is needed targeted at improving the civil and mining student experience.

show abstract